Psychological stress among university students is associated with high levels of anxiety and depressive symptoms, academic burnout, and clinically significant mental disorders, with important consequences for academic achievement, persistence, and the risk of dropout. This article is based on a narrative review of the literature conducted from an integrative clinical perspective, drawing on recent international scientific publications and articulating transactional and biological models of stress, current epidemiological data, and contributions from clinical psychology. It distinguishes stress, psychological distress, and established mental disorders by relying on a structured assessment approach that combines clinical interviews, screening tools, diagnostic interviews, and specific instruments addressing burnout, suicidal risk, global distress, and resilience. The main risk and protective factors are examined at the individual, relational, and institutional levels. Finally, evidence-based interventions, including cognitive-behavioural therapies, thirdwave approaches, group programmes, and digital interventions, as well as their implications for university support and accommodation systems, are discussed within an integrative perspective of prevention and clinical care.